Abstract
The purpose of the study was to establish the level of performance and example of teacher evaluation for special early childhood educators in Taiwan. Development of the criteria has undergone a trial evaluation based upon 12 focus interviews. Data were collected from 25 teachers in the early childhood special education. The evaluation criteria consist of four major domains, including curriculum design, individualized teaching, teaching management, and teachers collaboration. Three rating levels were designated for each descriptor with illustrations. Through a series of interviews with participating teachers, six principles as accuracy, utility, distinction, correlation, exclusion and completeness were concluded from the trial evaluation. According to these principles, crucial modifications have been made for the evaluation criteria. Nevertheless, adjustments were needed for early childhood special education teachers, especially the preschool itinerants and special school teachers, on using the criteria.